PBIS/P.O.P.S. Program

It is well known that schools are successful when they help children grow academically, socially, and emotionally. For this to happen, it is imperative that we have a safe environment that is supportive and conducive to growth. By setting forth clear social and behavioral expectations, it is our goal to create an atmosphere for learning.

The PBIS model has been successfully implemented in thousands of schools in over 40 states, resulting in dramatic reductions in disciplinary interventions and increases in academic achievement. Data-based decision making is a hallmark of PBIS, allowing successes to be easily shared with all relevant stakeholders.

Approach

Instead of using a patchwork of individual behavioral management plans we have moved to a school-wide behavior system that addresses the entire school, the classroom, areas outside the classroom (such as hallways, restrooms, cafeteria, offices, playground etc.)

Every person who works in the school is aware of the behavioral expectations and works to ensure students are consistently getting the same message regardless of the setting they are in, or the adult they come in contact with.

Behavioral Expectations are Defined

A small number of clearly defined behavioral expectations are simply stated in positive terms. Hopefully you are all aware of our school expectations:

Be Safe

Be Respectful

Be Responsible

Behavioral Expectations are Taught

During three different points throughout the year, students and staff participate in a School-Wide Expectation Tour. During this tour, teachers, paraprofessional, and specialist staff will briefly teach expectations for the playground, hallways, restroom, cafeteria, etc within the context of these environments.

Each week, all students within both Jefferson and Fox River Academy will be taught social skills, problem solving and coping strategies, skills to work successfully within collaborative groups, respect for self, others and the environment, responsibility and safety.

Appropriate Behaviors are Acknowledged

Once appropriate behaviors have been defined and taught, they are acknowledged in various ways on a regular basis. You may see students’ pictures up or their names may be announced from a ticket drawing. Appropriate behaviors will be acknowledged by staff with tickets and P.O.P.S. Awards. Please refer to our Reward Menu that outlines how students can redeem their tickets.

When Students’ Have a Difficult Time With One of the 3 School Wide expectations (safety, respect and responsibility), they are corrected proactively

When children break one of the expectations they are immediately corrected, discussion of how their actions broke one of the expectations occurs, they are then re-taught the correct and appropriate behaviors to replace the inappropriate behaviors with. There are clear consequences which children are aware of when rules are not followed.

Data Collection

Office Discipline data is collected on school wide behavior and a team (P.O.P.S. Committee) reviews the data regularly to determine when and where the problems are occurring. The committee then brainstorms ways to proactively address the problems during our social skills lessons.

Individual Support is Provided for Students not Responding to the School-Wide System

Jefferson and FRA have a team, which works on plans for individual students who may have a difficult time and need more support in the school setting. This team meets on a weekly basis. Parents are active partners in developing plans to help these students succeed.

Active Support by All Stakeholders

The entire school community is needed to be actively involved in order to make the system successful. P.O.P.S. is a school-wide system for establishing a positive culture in our school.

Benefits of PBIS

Increase attendance.

Student self-reports of a more positive and calm environment.

Teacher reports of a more positive and calm environment.

Reduction in the proportion of students who engage in behavioral disruptions.